Constructing and writing literature reviews The Writing Development Centre Contact: wdc@ncl.ac.uk @ncl_wdc Writing Development Centre Explore the possibilities

Outline of today’s session Writing as product: the literature review Key aspects of a literature review Demonstrating learning Analysing an example text The function of a literature review Writing as process: writing a literature review Critical domains of reading Strategies for maintaining an overview of the literature

Writing as product What is the final writing product? Who are you writing for? Read the Literature Review extract. Does it meet your own expectations of what doctoral level writing should do? Why/why not? Think about the level of skill and knowledge the writer projects, as well as the qualities they present. Student activity: Questions are intended to enable students to orientate themselves to the task of literature reviews, their place within a larger piece of writing and the processes involved in writing Who are you writing for and why is it worth considering? External examiner, other members of your academic community (who are these people) and why might that matter to the writing?

Writing as product What is the final writing product? Introduction Chapter one Chapter two Chapter three Conclusion Where does the literature review fit into this larger piece of writing? Purpose and function? Do students have an idea as to how their final product may look and what it may include? Where does the literature review fit within this larger piece of writing? - Purpose and function of the literature review? However, it is likely that what turns out as the final version will have undergone may transitions from the starting point!

Key aspects of the Literature Review Your focus/agenda What is the aim of your Literature Review? Mapping existing knowledge Key themes, patterns, issues Debates and controversies Key theories/definitions Evaluating existing knowledge Your viewpoint/stance How does the literature relate to your project? Gaps As we go through these different considerations Relevance of the image: What is your place within the scholarly community? This may be an opportunity for a freewriting activity (to capture thinking) depending on the students and where they are at with their thinking/planning/researching/writing.

Thinking and writing… Freewriting activity Capture your current thinking about: Potential aims of your literature review Possible or emerging themes, patterns and/or issues from your research and reading Possible or emerging debates and/or controversies from your research and reading Key theories/definitions Your current viewpoint about the literature and its connections with your study

Demonstrating Your Learning: Bloom’s Taxonomy 02/05/2019 Demonstrating Your Learning: Bloom’s Taxonomy synthesis evaluation analysis application understanding knowledge So what? What if? What next? (Consequences/ implications) Bloom’s taxonomy of cognitive learning How? Why? (making connections) Simpler version, visually Probably useful to mention that recent discussion has reordered the top two, so this is certainly something open to discussion and not ‘the right answer’ by any means What, who, when? Where? @ncl_wdc Writing Development Centre Explore the possibilities 02/05/2019

Analysing an example of a text ‘product’ As you re-read the example, make a note of any observations about the different aspects of authorial voice; Paragraph structure – where to put your point Tense: present tense = current, past tense = no longer current Reporting verbs: neutral vs ‘loaded’ Signpost words: however, therefore, in contrast, moreover, indeed etc Placing of reference: integral vs non-integral Use of quotation Hedging: ‘it could be argued’ Students to look back over examples of text for more detailed examples of authorial voice, based on the information in the slide. Manchester University Phrasebank may be a useful resource for students N.B: end product or writing in progress?!?

The function of the Literature Review To develop and demonstrate your knowledge of your field To develop and demonstrate your understanding of theory and method To ‘map the field’ What is the existing state of knowledge in this field? Key patterns, themes, trends, debates? To situate yourself on this map What’s missing? What are the gaps? Why are these gaps problematic? Why do they need to be filled?

Writing as process: constructing the product Reflecting on the writing process: - What is your writing process? What are the different stages? In what order do these stages occur?

Writing as a process (or series of processes!) Planning Researching Reading Initial drafting Re-drafting Editing and proofreading What is involved in the writing process which results in the product? How is this visualisation similar or different to the students’ depictions/thoughts about the writing process Or is Coffin et al’s (2001) depiction more likely to resonate with students’ thoughts and previous experiences? - Coffin et al include ‘prewriting’ The different stages of this process will occur for each part of the overall piece of writing, including the literature review.

Reading and thinking: domains of critical reading Reflecting on approaches to reading: - What questions might you ask of sources? What strategies might you use to help you make sense of the literature, map and evaluate existing literature?

Three Domains of Critical Reading Validity: On its own terms Synthesis: In relation to others Relevance: Usefulness to you Context: discipline/profession, authors, currency, bias     What are they doing? Research Question/Aims/Hypothesis  How did they do it? Methods, Models and Materials   How do they know? Argument, evidence, logic and reasoning What do they say? Findings and conclusions Layers of approaching and thinking about reading: Each article as it stands Synthesis: connections across difference sources; looking for similarities and/or differences across the literature Relevance/alignment to project/study: so what is the literature telling us or not telling us about this subject area? (link to/justification for own study/research area)

Strategies for gaining and maintaining an overview of the literature Note-taking strategies Note not just the content but your reaction to it, links with other texts, and your potential use for it Map the literature: mindmaps, digital tagging, categorise Writing prompts (Rowena Murray): The main debates in my field are: The main schools of thought are: The main problems are: What’s already known about this is: The way thinking has changed is: The areas that need more research are: Research journaling Note the bubble diagram: Areas of similarity between different sources Areas of difference Prominent literature Less prominent literature Rowena Murray’s prompts: plug for ‘write here, write now’ Engaging with community of academic writers and PhD students: @raulpacheco @ithinkwellHugh @murray_rowena @WriteThatPhD @ThomsonPat @Write4Research @thesiswhisperer

Planning and structuring your review Establish your own agenda What will your Literature Review do? What moves does it need to make? There may be more than one function/purpose

Constructing your writing: Structural principles Chronological Schools of thought Sides of a debate Methods, theories, approaches Development of a field Themes THE GAP Aspects of a whole Theory to practice Macro to micro Different contexts General to specific Not a single approach to structuring literature reviews N.B: this provides some considerations for students to think about as they approach their literature review

The Writing Development Centre Develop your academic skills Take effective notes Think critically Interpret essay questions Understand assessment criteria Read efficiently Argue convincingly Plan assignments Manage your time Express ideas confidently Revise effectively Critically review literature Structure essays Use drafting & editing techniques Make the most of lectures & seminars Manage your dissertation or PhD thesis Avoid plagiarism Improve your exam technique No need to read out the whole range – it’s impressionistic. Key points -We cover a range of academic skills topics, not limited to writing. We cover specifically writing for learning and assessment, not other types. We look at both the process of learning/studying/writing, and also the product ie from interpreting an assignment question through planning/structuring, reading/critiquing/building argument to drafting/editing. We don’t teach English as a second language, though we can help explain minor grammar and style issues where they relate to academic writing. Our approach is developmental – we don’t check or correct work for you (no proofreading) but we help you to develop the skills to become an effective, independent learner.

The Writing Development Centre Level 2, Philip Robinson Library Undergraduate - Masters - PhD Our team of expert tutors offers: - One to one tutorials - Online resources including our Blog - Activities including Write Here, Write Now Visit us online: http://www.ncl.ac.uk/students/wdc/ HASS – SAgE - FMS We work with all levels, and across all subjects. Our role is not to be subject experts, but experts in learning and academic skills. Our provision is non-judgmental and confidential. You might also see us delivering sessions as part of your course. We are based in the Robinson Library level 2, and work mon-fri 9-5 (vacations too) but tutorials are by appointment only. Tutorials and workshops are booked online. Seriously, no proofreading.

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